‘No-excuses’ charter schools could do more harm than good, analysis finds

“No-excuses” charter schools – which promote strict disciplinary policies, longer school days, and intensive academic tutoring at the expense of the arts and physical education – could do more harm than good, according to a new review by the Great Lakes Center for Education Research and Practice.

“While supporters of ‘no-excuses’ charter schools say these practices improve student achievement, they fail to acknowledge the potential negative effects these practices have on students, teachers, and families,” according to the report.

The Think Twice report disputes an earlier report by Princeton University and the Brookings Institute claiming that practices found in “no-excuses” charter schools could help close the achievement gap, especially in low-performing schools. Think Twice reviewers Joanne W. Golann, an assistant professor of public policy and education at Vanderbilt University, and Chris Torres, an assistant professor of K-12 educational administration at Michigan State University, conclude that the original report had several flaws and should not be used to inform education policy or as a tool to expand “no-excuses” charter schools and policies.

The Think Twice report noted that several studies have demonstrated the “no-excuses” practices can negatively impact a student’s socio-emotional development and later success. “Many ‘no-excuses’ charter schools have harsh, disparate discipline policies that can result in suspensions or expulsions for violations, no matter how small,” it says.

The Think Twice report says:

“No-excuses” schools aren’t a one-size-fits-all approach to turning around schools; and there is no solid evidence to back up claims that “no-excuses” disciplinary policies are the core reason for these schools’ success.

“No-excuses” schools have higher than average teacher turnover rates due to concerns about workload, long hours, and the “no-excuses” model itself.

Policymakers, education leaders, and other decision-makers should pause before expanding “no-excuses” schools and polices.

Policymakers, educators, and researchers need to work together to address and understand the impact of the “no-excuses” model before expanding it to other charters or even traditional public schools.

We need to embrace culturally relevant educational practices that support equitable and fair learning opportunities for all students and ensure students can learn in a safe environment.

Educators should focus on all aspects of student growth – including academic and emotional and personal growth – rather than only focusing on academic achievement to measure student success.